Reflection

1. Instructional Decisions/Teaching (InTask Standard # 9): Discuss the implementation process and describe
• What went well and what didn't go well during the implementation of your lesson?  
• I taught part I of the lesson and realized only in teaching it that there are frequent pop-up messages about creating an account.  I would use a Google mapping app in the future or whatever app enables students to have an established account within the platform and save work to a classroom file.  Dealing with the "distractions" pulled away from the focus of the lesson which was creating the mind-map.
• I think the idea is good and that I executed the content well, but the lesson should probably be broken into smaller parts.  Perhaps a focus on one act at a time.
• I needed a more concrete visual during the independent practice.  I'd closed the guided practice mind-map and the students needed a visual to follow.

• How well was the alignment to objectives and standards maintained?
• The alignment to objectives and standards was maintained although as I stated above the focus is easily shifted when using technology.  I have to remind myself constantly that the purpose is for the students to learn the technology and use the tools.  The purpose is not for me to do it for them or to make things easy. 

• Describe any modifications made during the implementation of the lesson
• I did not make any predetermined modifications during the lesson, but had mentioned that more students might benefit from a pre-designed mind-map so that they could just insert their ideas into the bubbles.  Upon further thought though, providing that would eliminate the objective which is to learn the technology of mind-mapping or planning digitally.  
1. Mechanics: 
   • What technologies did I use (for the teacher and the learner)?
   • I used bubble.us and Google Hangouts (Conversation App)
   • How were the technologies used (by whom and in what manner)?
   • Bubble.us was used by the students to create a mind-map or planning map for writing a three act fairytale.  Although I didn't teach part II, Google Hangouts would be used by the students to write their three act fairytale using a my turn-your turn format.  They'd converse back and forth through digital conversation and then print what they'd written. 
   • My lesson was within the correct time frame
     • It was short because…
     • It was too long because writing is hard to teach and there are so many concepts that come into play once one starts teaching the content.  I realized that the lesson could be broken down even further into smaller parts and in reality my one lesson plan might extend over a few weeks.
     • The lesson was within the correct time frame because...
2. Assessment of Learning (InTask Standard # 6): Refer to Assessing Student Learning


• Include at least 2 digital artifacts that demonstrate what you or your students (peers) have created as a result of your lesson

This is the Guided Practice Mind-Map ^

This is the Student (partner) created Mind-Map ^

• Describe your students' level of success in achieving the standards and objectives for your lesson based on your assessment
• The students had a lot of fun using the digital mapping technology.  They did not complete the three acts, but this is good feedback as it led me to believe that this lesson should be broken up into smaller parts.  

• This lesson reinforced that prior knowledge of mind-mapping is integral to success in the digital format.  With the prior knowledge of mind-mapping students would be able to successfully focus on learning the digital skill.

• Describe the level of success you had in teaching the lesson
• I believe I was successful in providing a positive learning experience for my "students."  They were in engaged and needed little guidance when creating their digital mind-maps.  I also noticed them having fun during the creative process which is always a good thing. :) 
  
  • How do your individual reflections support this?
  • As discussed in class, when Google Apps are available, use them,  A shared experience between partnering students might have created a more cooperative learning environment. 
  • How do the comments from your classmates support this?
  • My "students'" reflections supported this as well, that some students may not feel included if they are not the ones actually on the digital device.
1. What did you learn from designing and teaching this lesson and how will you use this in the creation of future lessons/learning activities.

I always learn so much from teaching these lessons.  I really tried to think through the hiccups when writing this lesson, but in reality the hiccups don't reveal themselves until you are actually teaching and have a live response from students.  The process is so beneficial in this regard and I appreciate the opportunity to become aware of the what-ifs.  In the future I will continue to think through the multiple aspects of the lesson, give myself AND the students access to linked URLs, and be sure to give them visuals to follow during the guided teaching portion of the lesson.

Science and Snickerdoodles

Make a difference with differentiation!

I appreciate approaching differentiation from the child and her need to me, rather than from me to the child.  I am a paraprofessional making accommodations and facilitating differentiation every day and have trouble determining appropriate differentiation strategies for my lesson plans.  It makes so much more sense to think of the student first, her needs, and work from there.  How can her needs be met while I teach content?


Common elements of Response to Intervention (RTI) and Differentiated Instruction (DI)

• Student Engagement
• Diverse Learners
• Learning Centers and Stations
• Collaboration
• Data & Ongoing Assessments *current focus*
• Flexible Groupings

Ideas:

• Picture schedules
• Picture associations 
• Technology integration for learning centers as accommodation
• Quiet work stations
• Alternate placement
• Pre-transcribed information at the desk of the student
• Tool to follow instruction (i.e. a special ruler to place for visual tracking.
• Content modification
• Material replacement
• Time allotment
• Audio text reading

Apps that will make my life easier as a teacher:
http://www.scholastic.com/teachers/top-teaching/2012/12/my-35-favorite-free-apps-teaching

• Dropbox - cloud-based
• Evernote - speak to text
• Sticky Notes - 
• Remind101 - Group messaging from a general source
• Class Dojo - classroom management
• Rover - Educational browser for students
• Flashcards - Create and save flashcards
• ShowMe - virtual whiteboard
• CommonCore - 
• DiscoveryEducation - 
• KidBlog - student generated reading responses
• Homophones
• Fry Words
• Toontastic - storytelling process
• Bluster
• Grammaropolis
• Mad Libs
• Google Earth
• Stack the States

Google Voice!!!  Fun!

There, but not there

So although I cannot physically be there, I am there.  

My students will have this ability also as long as I keep my class wiki up to date as a daily resource for students, parents, and colleagues. 

Oh my! So many ideas presented in this video
 http://www.teachingwithtechnology.ca/winner-video-2012.php

• shared writing to create the classroom newsletter

• thank you letters

• digital photography to document learning

• letting students use speech tools to document their learning

My district just transitioned to Google Classroom and I am so excited to explore the virtual classroom  collaboration tools.  

Class Chatter looks like a similar resource...
http://www.classchatter.com
This free site allows teachers to create online classes, manage journals, facilitate discussions and distribute and grade assignments within a secure environment. The tools are flexible enough to allow each teacher to create an environment that best supports his/her class.

Just for the taste of it...

Let's practice all our lesson plans because...

One - The process of going through a lesson plan in thought and practice is so beneficial.
Two - Listening to a lesson as a student drives home the concept of modeling and think-aloud for   comprehension.
Three - We see how to be prepared with backup for technology lesson plans.
Four - I learned a lot!

This lesson practice and student simulation really helped me to think through processes and methods and provided real life feedback and perspective.  My peers asked good questions that I wouldn't have thought of on my own, questions that stimulated my own higher, deeper level thinking for the purpose of writing a comprehensive lesson plan.  Down right great taste of lesson planning and lesson learning.

Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?

Students need to know how to log onto the school server with their log-in information.  Students need to know who their Famous American is and how to access the search engine on their digital device.

• How will prior knowledge and experience be assessed?

Prior to conducting research on their famous american, teacher will cover necessary vocabulary and access information through conversation.  Questions will be addressed during this time.

• How will you use this information in the planning process?

I am assuming that all students understand how to log into the school server for the purpose of this lesson as they do so on a daily basis from the library using their log-in information.

• Why should the content of this lesson be taught at this grade level?

Fifth graders are working on mastery level skills in social studies research and should be accessing digital resources to conduct such resources.  Usual 10-11 year old use of digital devices is not sufficient experience for mastery of research skills.

• How do the objectives that you have for the lesson align with the standards?

They align because they directly address the standard.

• When will the lesson be taught in the course of the school year? Why?

This lesson will be taught 3rd semester as it is integrated with the Famous American Presentation, which is the 3rd semester project.

Reflection: Planning Assessment:

• How does the assessment align with the standards and objectives of this lesson?

Students are asked to record the search terms they use to locate information, successful and unsuccessful.

• How does the assessment demonstrate that the students have been successful in learning the content?

The progression and/or detail of search terms will indicate learning.

• How does the assessment demonstrate student engagement in higher order thinking?

Students are asked to generate their own search terms in order to more successfully find relevant information for their famous person.

• How does the assessment demonstrate that individual student needs were met?

Students with varying abilities will receive accommodations appropriate to their needs.

Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described?

I will explicitly be directing the students, and modeling the search methods that the students will use.

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

Students are more successful and retain information more readily when they are given explicit instruction and when the learning methods are directly modeled by the instructor.

• How are you engaging students in creative and higher order thinking?

Students will be working independently to guide their own research.  When using a search term that is unsuccessful, students will have to reflect and redirect their search term in order to produce successful results.

Reflection: How does your lesson meet each of the ISTE NETs Standards?

• How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity?

Students will be asked to conduct their own research and creatively modify their search terms in order to obtain specific information about their Famous Person.

• How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?

Students will be conducting their research solely on a digital device and asked to record the URLs from which they took information.

• How does your lesson meet Standard 3: Model Digital-Age Work & Learning?

 Guided instruction includes a teacher directed example including modeling of research methods.

• How does your lesson meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by: advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources. Promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information. Developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

Modifications and accommodations have been made in this lesson for all learners.  A subsequent lesson will call upon students to use the URLs they've collected to site their research, however during this lesson, teacher will bring attention to why students are recording the URL, which touches on the documentation of sources.  Safe and appropriate use of digital technology will be modeled by the teacher and demanded of the students.  Research conducted on Famous Americans will touch on cultural awareness when students are called upon to share an interesting facts about their Famous American with classmates in a subsequent lesson using Linoit. 

Revise Tech Lesson Plan..."Let's do this."

LIGHT BULB - Explicitly state the objective, and in the objective, state the assessment.  Avoid the, "Do I have to do this?" "Will we be graded for this?"  Then in the closure, use the words 'assessment 'or 'exit ticket.'  Thank you Mrs. Allman.

Be sure that students understand vocabulary!
multimedia - any collection of data including text, graphics, images, audio and video, or any processing or interactive with such data.